ACADEMIC PROGRAM/DISCIPLINE REVIEW TEMPLATE · 2018-04-11 · • Complete review with Action...

ACADEMIC PROGRAM/DISCIPLINE REVIEW TEMPLATE

Program/Discipline Name: Mathematics Discipline

Department: Mathematics

Date: December 1, 2017

Department Chair: Kristi Laird

Program/Discipline Team Leader: Mona Baarson and Sara Main

Program/Discipline Team Members: Mona Baarson and Sara Main

OVERVIEW OF THE PROGRAM/DISCIPLINE REVIEW THE MISSION

Jackson College is an institution of higher education whose mission is to assist learners in identifying and achieving their educational goals. In fulfilling its mission, Jackson College provides learning opportunities and services which:

• Enable learners to transfer college credit and successfully pursue their education at other institutions. • Enable learners to become employed and advance in a variety of occupations. • Enable learners to participate successfully in general, occupational or transfer disciplines. • Enable learners to become or remain productive employees. • Assist learners in identifying and reaching their educational goals. • Support the economic development of individuals and the community. • Enrich cultural, vocational and other intellectual interests of individuals and the community.

PHILOSOPHY

As an Academic Quality Improvement Program (AQIP) organization that strives for continuous quality improvement (CQI), JC uses regularly scheduled program/discipline review as a tool to assess programs and disciplines in terms of relevance, effectiveness and meeting stakeholder needs.

PURPOSE OF THE REVIEW

To determine that a program/discipline meets the current and future needs of students and external stakeholders, and that it has academic integrity, the findings are used for:

• Program/discipline planning • Decision-making for improvement • Revision of program mission and goals • Resource allocation and budget requests • Reporting program progress and results to appropriate audiences

EVERY PROGRAM/DISCIPLINE OF THE COLLEGE SHOULD HAVE A MISSION AND GOALS ALIGNED WITH

• the mission and strategic goals of the College • the goals of the department in which it resides • the APRPs of the faculty in the program/discipline.

STRUCTURE

This template combines requirements for PROE and discipline reviews. Each program and discipline has a review scheduled every five years. The program review timetable is posted on the Deans’ web page.

TIMEFRAME

Programs/disciplines will participate in a preparation workshop during faculty learning days in August of each year. Reviews will be presented at Academic Council during the winter term.

GATHERING INFORMATION

• Collect and review data that document specific aspects of the program/discipline. • Data may be quantitative or qualitative, direct or indirect, may include performance indicators such as

billing contact hours and may take the form of surveys. Certain elements must be quantitative. • It is best to use multiple sources of evidence.

PROCEDURE

PRE-PLANNING

• Attend Program/Discipline Review training workshop during Faculty Learning Days in August. • Department Chair and Lead Faculty determine Team Leader and Team members. • Establish timeframes for completion of each step in the review. • Determine who is responsible for each task.

THE PROGRAM/DISCIPLINE REVIEW

• Identify what data are needed and request those not already provided from sources. • Submit all courses for review that have not been reviewed in the last five years to the Curriculum

Committee. • Determine the makeup of the department/discipline stakeholders input group no later than the end of

September. • Conduct a stakeholders’ focus group meeting during the month of October, facilitated by Quality and

Institutional Effectiveness, gather/discern input on the program/discipline. • Meet with other departments and disciplines in order to determine curricular needs relevant to their

departments. • Meet regularly to analyze data, address problems, and confirm progress. • Keep appropriate academic deans regularly informed of status. Build in milestone checkpoints with

supervising dean at the end of Section 1, Section 4, once Action Projects have been identified, and other times as needed.

• Solicit guidance and assistance from deans. • Complete review with Action Projects prior to deadline.

PRESENTATION OF REPORT

• Forward Program Review Report to Supervising Dean and Provost (due two weeks prior to presentation to the Deans).

• Present Program Review during meeting with Deans, Program Review team members, and other relevant parties.

• After review by Deans, Department forwards Program Review to Academic Council one week prior to presentation to AC. Executive Summary and Action Plans presented at Academic Council.

• After review by Academic Council, Provost forwards Executive Summary and Action Projects with budgetary implications (i.e., equipment, staff) to Leadership Council for consideration.

• Celebrate completion of Program/Discipline Review. • Program Review is posted on the Deans’ web site. • Submit Action Plan updates and Balanced Scorecard Updates* to Academic Council each year. (Action

Plan update template on Deans’ webpage. Balanced Scorecard provided by Institutional Research each year.)

SECTION 1: LEADERSHIP

A. What is the mission statement for your program/discipline and how does it relate to the mission of the College?

The mission of the mathematics department is to provide high quality learning opportunities in mathematics that will enable students to:

• Improve their mathematical skills to a college-ready level. • Use mathematics successfully in courses in other disciplines. • Complete college level mathematics courses which transfer broadly to other institutions. • All of our mathematics courses strive to assist learners in identifying and reaching their educational goals by providing quality learning opportunities using various delivery methods and levels of courses.

B. What is your vision for the program/discipline for the next five years and how does it relate to the College’s vision? As a discipline, Mathematics will continue to meet the needs of students as they progress through their various programs and transfer majors.

• The Mathematics discipline will continue to assist students in obtaining transfer college credit in order to successfully pursue their education at other institutions.

• The Mathematics discipline will continue to assist students in participating successfully in general, occupational or transfer disciplines by providing opportunities that will help to prepare them for college-level mathematics.

• The Mathematics discipline will continue to assist learners in identifying and reaching their educational goals, to provide students with many and varied learning opportunities and to continue improving the success of all of our students.

C. What are the current goals for the program/discipline? Indicate the connection between these goals and

the College’s Strategic Plan. Our discipline serves students in most, if not, all programs. Also, our college-level courses transfer easily to other institutions. The mathematics department set the following common goals for our students:

• To prepare students to be able to communicate mathematically with understanding in oral, written and multi-media form.

• To help students be able to convey and understand mathematical information in numerical, analytic and graphical forms.

• To prepare students to be able to model real world problems in statistical or mathematical form.

• To help students learn how to apply appropriate quantitative tools effectively and use logical modes of thinking to analyze and synthesize information in problem solving situations.

• To prepare students to be able to use appropriate technology to enhance mathematical thinking and understanding, solve mathematical problems, and judge the reasonableness of results.

All of these discipline goals support the College’s Strategic Plan by providing a high quality education in a student-centered environment that will improve student outcomes of completion, transfer, and workforce placement. Also, the Mathematics discipline goals assist in providing a high quality student experience and student retention.

D. Is there a program accreditation available and if so, what is the accreditation status? N/A

E. Based on the information reviewed above, summarize and analyze your observations about the program/discipline’s alignment with the College philosophy. As a discipline, Mathematics has been and will continue to be successful in helping students meet the requirements in a wide variety of programs and transfer majors. Those of us in the mathematics discipline continue to design and deliver our courses in ways that maximize student learning and continue to improve student success.

SECTION 2: STUDENT LEARNING

A. How do you determine your specific program and course learning objectives? 1. Who do you involve in determining these objectives?

In the mathematics discipline, course objectives are created by lead-full-time faculty responsible for a particular course. The lead faculty then consults with the other faculty members in the discipline for final approval. In the mathematics discipline, each individual course has specific course objectives. (Discipline learning objectives were developed by consensus of all full-time Mathematics faculty.)

2. How do you determine that your students are achieving the program or course objectives, i.e., what are your assessment strategies? The objectives of each course are evaluated using many different strategies such as:

• Classwork • Homework-written or using MyMathLab • Projects • Group Activities/Discussions • Chapter Exams • Final Exams • GEO Assessment Reporting • Course Review • Discipline/Program Review

Below you will find the Discipline Learning Outcomes for all of the Mathematics courses taught at Jackson College.

Mathematics and Engineering Department Discipline Learning Outcomes 1. Communicate mathematically with understanding in oral, written and multi-media form. 2. Convey and understand mathematical information in numerical, analytic and graphical

forms. 3. Model real world problems in statistical or mathematical form. 4. Apply appropriate quantitative tools effectively and use logical modes of thinking to analyze

and synthesize information in problem solving situations. 5. Use appropriate technology to enhance mathematical thinking and understanding, solve

mathematical problems, and judge the reasonableness of results. Below you will find the course objectives and GEOs for all of the Mathematics courses taught at Jackson College.

MAT 019 Rapid Review Math This course provides a rapid review of pre-algebra: integers, fractions and decimals. Placement testing and advising is included at the end of the review to determine the best math placement for the student for the remainder of the semester.

MAT 030 Foundations of Mathematical Reasoning

Students successfully completing Math 030 will be able to: 1. Communication Objective: Students will be able to interpret and communicate quantitative information

and mathematical and statistical concepts using language appropriate to the context and intended audience.

o Use appropriate mathematical language. o Read and interpret short, authentic texts of quantitative information including graphical displays. o Use quantitative information to make or critique an argument or to summarize information.

2. Problem Solving Objective: Students will be able to make sense of problems, develop strategies to find solutions, and persevere in solving them.

o Solve multi-step problems by applying strategies in new contexts or by extending strategies to related problems within a context.

3. Reasoning & Evaluation Objective: Students will be able to reason, model, evaluate, and make decisions with mathematical, statistical, and quantitative information.

o Make decisions about situations in which quantitative information must be considered along with other factors.

o Present short written or verbal justifications of decisions that include appropriate discussion of the mathematics involved.

o Identify mathematical or statistical errors, inconsistencies, or missing information in arguments. 4. Technology Objective: Students will be able to use appropriate technology in a given context.

o Use a spreadsheet to organize quantitative information and make repeated calculations using simple formulas.

o Use internet- or calculator- based tools appropriate for a given context. 5. Learning Strategies Objective: Students will improve metacognition and self-regulation.

o Take responsibility for their own mathematical development. o Utilize self-management practices as it pertains to their mathematics class such as time

management, meeting deadlines, attending class, etc. o Work interdependently with peers, the instructor and other college support systems.

6. Numeracy Objective: Students will develop number sense and the ability to apply concepts of numeracy to investigate and describe quantitative relationships and solve real world problems in a variety of contexts.

o Solve problems and interpret results involving: fractions, decimals, percents, unit analysis, estimation, magnitude, measurement, and inequalities.

o Demonstrate operation sense and communicate verbally and symbolically with real numbers. o Read, interpret, and make decisions about data summarized numerically, in tables, and in

graphical displays. 7. Proportional Reasoning Objective: Students will use proportional reasoning to solve problems that

require ratios, rates, proportions, and scaling. o Represent, and use ratios in a variety of forms and contexts. o Determine whether a proportional relationship exists based on how one value influences

another. o Analyze, represent, and solve real-world problems involving proportional relationships, with

attention to appropriate use of units. 8. Algebraic Competence, Reasoning, and Modeling Objective: Students will transition from specific and

numeric reasoning to general and abstract reasoning using the language and structure of algebra to investigate, represent, and solve problems.

o Demonstrate understanding of the meaning and uses of variables as unknowns, in equations, in simplifying expressions, and as quantities that vary, and use that understanding to represent quantitative situations symbolically.

o Describe, identify, compare, and contrast the effect of multiplicative or additive change. o Analyze real-world problem situations, and use variables to construct and solve equations

involving one or more unknown or variable quantities. 9. Probabilistic Reasoning Objective: Students will understand and critically evaluate statements that

appear in the popular media. o Interpret statements about chance, risk, and probability that appear in everyday media. o Identify common pitfalls in reasoning about relative and absolute risk in terms of probability.

10. Application Objective: Students will understand, interpret, and critically evaluate quantitative information in order to make decisions in their financial and civic life.

o Identify and critique erroneous, misleading, or conflicting information. o Topics will be selected from: Compound interest, consumer debt, personal finance, social

policies, economics, or environmental issues.

MAT 033 Algebra for Statistics

Students successfully completing Math 033 will be able to: 1. Create, interpret, and apply graphical displays of data (histograms, bar charts, circle graphs, dot plots, and

stem and leaf displays). 2. Compute, interpret, and apply descriptive numerical measures (mean, mode, median, range, variance,

and standard deviation). 3. Use algebraic processes to manipulate formulas, simplify basic algebraic expressions and solve linear

equations and inequalities. 4. Demonstrate understanding of functions, independent and dependent variables, number theory, sets,

and mathematical notation. 5. Demonstrate understanding of concepts of equations by finding and interpreting appropriate graphs, x-

and y-intercepts, and specific function characteristics. 6. Generate and interpret regression models to fit data. 7. Make, interpret, and compute with measurements in scientific notation. 8. Use appropriate technology (such as a graphing calculator) to enhance the understanding of previous

objectives. 9. Demonstrate knowledge and awareness of statistics in scientific argumentation and current events.

MAT 039 Beginning Algebra

Students successfully completing Math 039 will be able to: 1. Simplify linear expressions and solve linear equations in one variable with applications. 2. Algebra of linear equations in two variables in including graphing lines, finding and understanding slope of

a line, finding the equation of a line, and solving systems of equations. 3. Solve application problems through the use of linear modeling. 4. Manipulate polynomial expressions including the use of laws of exponents, arithmetic processes and

factoring. 5. Solve quadratic equations by factoring and using the quadratic formula; graph quadratic polynomials. 6. Solve application problems through the use of quadratic modeling. 7. Apply algebra and pre-algebra skills in applications commonly required across the college and in everyday

life.

MAT 130 Quantitative Reasoning

Students successfully completing Math 130 will be able to: 1. Reason, model, and draw conclusions or make decisions with mathematical, statistical, and quantitative

information. 2. Interpret and communicate quantitative information and mathematical and statistical concepts using

language appropriate to the context and intended audience. 3. Critique and evaluate quantitative arguments that utilize mathematical, statistical, and quantitative

information. 4. Increase comfort and facility with numeracy, the processes and skills of mathematics. 5. Experience mathematical challenges and use the tools required to persist and succeed through them. 6. Use appropriate technology in a given context. 7. Draw conclusions and/or make decisions based on analysis and critique of quantitative information using

ratios or proportional reasoning. 8. Draw conclusions and/or make decisions by analyzing and/or critiquing mathematical models, including

situations for which the student must recognize underlying assumptions and/or make reasonable assumptions for the model.

9. Apply probabilistic reasoning to draw conclusions, to make decisions, and to evaluate outcomes of decisions.

10. Draw conclusions or make decisions and communicate their rationale based on understanding, analysis, and critique of self-created or reported statistical information and statistical summaries.

MAT 131 Intermediate Algebra

Students successfully completing Math 131 will be able to: 1. Simplify Algebraic expressions involving polynomial, rational, radical, exponential, and logarithmic

functions. 2. Solve equations, inequalities, and systems of equations and inequalities. 3. For functions described algebraically or graphically:

a. evaluate, find domain and range, find inverse b. perform algebraic operations and graphical translations

4. Solve application problems, including the ability to: a. represent a situation using a graph, table or equation b. forecast outcomes from above representations c. solve optimization problems

5. Use appropriate technology as part of their completing the objectives above. 6. Demonstrate knowledge of current technology and/or scientific issues.

MAT 133 Introduction to Probability and Statistics

Students successfully completing Math 133 will be able to: • Perform a hypothesis test involving means and proportions. • Create, interpret, and apply graphical displays of data (histograms, bar charts, circle graphs, dot

plots, and stem and leaf displays) • Compute, interpret, and apply descriptive numerical measures (mean, mode, median, range,

variance, and standard deviation) • Compute and apply a linear regression line and Pearson product moment correlation coefficient

and rank correlation coefficient. • Compute, interpret, and apply probabilities involving discrete, binomial, normal, and t-

distributions. • Compute and apply confidence intervals for means and proportions. • Use appropriate technology (such as a graphing calculator) to enhance the understanding of

previous objectives. • Knowledge and awareness of statistics in scientific issues and current events

MAT 135 Finite Mathematics

Students successfully completing Math 135 will be able to: 1. Demonstrate conceptual understanding of various types of functions; sketch or identify their

graphs both by hand and with the aid of a graphing calculator. 2. Explain and use the relationship between exponential and logarithmic function to sketch their

graphs and apply their properties in solving applied problems. 3. Demonstrate and apply the concepts associated with the mathematics of finance: simple

interest, compound interest, annuities, and sinking funds as they pertain to mortgages, loans, car payments, and savings accounts.

4. Solve application problems with mathematical modeling that involve linear systems, matrices, linear inequalities, graphical techniques, and the Simplex Method.

5. Demonstrate an understanding of the relationships between linear equations, linear inequalities, and discrete optimization problems with occur in business, life, and the social sciences.

6. Solve problems involving counting by using basic counting principles, permutations, and combinations.

7. Demonstrate an understanding of the difference between: theoretical and empirical probability, the various rules of probability, and the relationship between probability and matrices in the use of Markov Chains to study long term behavior.

8. Use appropriate technology as part of their completing the objectives above.

MAT 139 College Algebra

Students successfully completing Math 139 will be able to: All objectives refer to the following function types: polynomial, particularly cubic and higher order polynomials, exponential, logarithmic, rational, radical

1. Functions: Identify functions, use function notation, compositions of functions, inverse functions, domain and range

2. Understand and use mathematical properties to simplify expressions 3. Use algebraic and graphical methods to solve equations 4. Graph functions using transformations of basic graphs; understand relationships between

algebraic statement and graphical features of a function such as intercepts, asymptotes, and turning points

5. Use a combination of manual and technology-enabled methods to find, use, and interpret mathematical models for data

MAT 141 Precalculus

Students successfully completing Math 141 will be able to: 1. Simplify polynomial, radical , and rational expressions, and algebraic expressions involving

radicals, integer exponents, rational exponents, trigonometric functions, and matrices using appropriate algebraic properties, algebraic skills, and algorithmic processes.

2. Use appropriate algorithmic processes (this includes processes that involve matrices) to solve: • linear, absolute value, quadratic, radical, rational, exponential, and logarithmic equations • linear, absolute value, polynomial, and rational inequalities • linear and nonlinear systems of equations • trigonometric and inverse trigonometric equations

3. Manipulate and identify functions graphically, symbolically, and numerically. 4. Solve application problems involving many different subject areas using algebraic processes. 5. Apply fundamentals of right triangle trigonometry and solve application problems. 6. Use appropriate technology (such as a graphing calculator) to enhance the understanding of

objectives. MAT 151 Calculus I

Students successfully completing Math 151 will be able to: 1. Demonstrate understanding of the fundamental concepts of calculus (the limit, derivative and integral) from a graphical, numerical and symbolic perspective. 2. Find and simplify derivatives of algebraic, exponential, logarithmic and trigonometric functions using appropriate techniques of integration. 3. Find integrals using the anti-derivative and u-substitution techniques. 4. Analyze and solve problems requiring application of the derivative and integral including optimization, related rates and area under a curve. 5. Use analytic geometry to understand the relationship between limits, derivatives and the graphs of functions. 6. Demonstrate knowledge of current technology as related to topics in the course..

MAT 154 Calculus II

Students successfully completing Math 154 will be able to: 1. Apply calculus to standard applications. Applications may include volumes of solids of revolution, arc length, work, force, centroids, and differential equations. 2. Understand multiple techniques for integration including: substitution, tables, parts, partial fractions, and trigonometric substitution. 3. Understand sequences and series; identify manipulate, and test the convergence of various

series including geometric, arithmetic, p–series, alternating, power, Taylor, and Maclaurin. 4. Perform calculus in polar coordinates and with parametric equations. 5. Apply appropriate technology in all of the above areas.

MAT 251 Calculus III

Students successfully completing Math 251 will be able to: 1. Three dimensional analytic geometry. 2. The calculus of vector-valued functions. 3. The calculus of multivariable functions. 4. Vector analysis. 5. Selected topics from linear algebra. 6. Current technology relevant to the course material. MAT 254 Differential Equations

Students successfully completing Math 251 will be able to:

1. Solve first-order differential equations that are separable, homogeneous, exact, or linear. 2. Solve second-order differential equations with constant coefficients. 3. Use numerical methods to solve a differential equation. 4. Solve systems of differential equations. 5. Solve application problems including harmonic motion, damped motion, electrical circuits,

growth, and decay. 6. Use appropriate technology, including graphing calculator and computer algebra system.

MAT 210 Foundations of Mathematics I

Students successfully completing Math 210 will be able to: ● The continuum of math learning, developmental patterns and the concepts and skills

appropriate to children’s development ● How children construct knowledge and identify ways to enhance children’s natural interest in

mathematics. ● The role of the environment, materials and activities in supporting emerging understanding of

mathematics. ● Strategies/materials to promote formal and informal math concepts within a child-centered

mathematics curriculum. ● The role of the teacher/caregiver as facilitator in the math process. ● The importance of observation and assessment of math skills and emergent math behaviors and

implications for curriculum planning. ● The role of technology and appropriate software to promote mathematical concepts. ● Strategies parents can use to support math concepts in the home.

MAT 211 Foundations of Mathematics II

Students successfully completing Math 211 will be able to: ● The continuum of math learning, developmental patterns and the concepts and skills

appropriate to children’s development ● How children construct knowledge and identify ways to enhance children’s natural interest in

mathematics. ● The role of the environment, materials and activities in supporting emerging understanding of

mathematics. ● The role of the teacher/caregiver as facilitator in the math process. ● The importance of observation and assessment of math skills and emergent math behaviors and

implications for curriculum planning. ● The role of technology and appropriate software to promote mathematical concepts. ● Strategies parents can use to support math concepts in the home.

The following rubrics have been developed to assess GEO 3 both at the core and contextual level.

B. For Programs Only: What are your program learning outcomes and five-year trends for outcomes? Programs should complete curriculum mapping matrix or comparable tool available in the Program Review Toolbox on the Deans’ Webpage)

1. For Programs Only: What is the assessment plan for the program outcomes including which semester they are assessed, a description of the assessment tool utilized for each outcome, and in which course the outcome will be assessed?

2. For Programs Only: Are there objectives/outcomes in which your students need to improve? If so, what are your plans for addressing the needed improvements?

3. For General Education Courses, what are your outcomes at the core competence and contextual competence levels?

Below you will find the outcomes at the core competence level for the General Education Mathematics Courses taught at Jackson College. Please note: we have not yet cycled through the assessment process at the contextual competence level.

a. How do your outcomes compare to the other courses that meet this GEO requirement?

The math department meets at the beginning of each semester to discuss the outcomes of the GEO assessment for each of the General Education Courses. We talk about the way each class is being instructed and the materials available for each of those courses. If one of the General Education Courses is not meeting the success criteria, then we look at: how we can incorporate teaching techniques used by the other courses that are meeting the success criteria, creating new materials that better teach the concepts, and discuss the reasons behind the success criteria not being met. We often find that the reason the success criteria are not being met stems from the students’ preparation (or lack thereof) prior to taking one of our General Education Mathematics Courses (i.e. college level math courses)

b. If there are significant differences, what are your plans to address those differences if needed?

Based upon the results of our assessment of the GEOs, the math department uses the assessment data to re-evaluate the methods and materials being used to teach the course. If an objective is not met, we look at the concepts being taught and the time spent on the concept. Perhaps we increase the class time spent on the topic; or perhaps we change the way we try to instruct over this concept; or perhaps we create new course materials to better teach the concept. We make monumental changes in our courses based on the outcomes of our assessments.

4. For Disciplines: Are there developmental courses in your discipline leading to gateway courses? If so, are they being accelerated, developed as co-requisites, and/or contextualized consistent with best practice and research recommendations? If not, what is the plan and timeline to do so? There are five developmental mathematics courses offered at Jackson College. These courses are: MAT 019 Rapid Review Math This course provides a rapid review of pre-algebra: integers, fractions and decimals. Placement testing and advising is included at the end of the review to determine the best math placement for the student for the remainder of the semester. In order to enroll in MAT 030, MAT 033, MAT 039 and MAT 131, students are encouraged to first take MAT 019. After completion of MAT 019, the students take a placement exam. Based on these results, they enroll in the appropriate mathematics course. Since offering MAT 019 for the last 6 years, approximately 13% of MAT 019 students retest into a college level mathematics course, skipping the developmental course. Taking MAT 019 provides an opportunity for students to complete their transfer level course in one semester.

MAT 030 Foundations of Math • Due to the mandatory placement testing for those students that take MAT 019,

this is a late start class, thus it is accelerated from 15 weeks to 12 weeks. • The math department has begun conversations about creating co-requisite

courses. • Most sections of MAT 030 have Supplemental Instruction Leaders. • MAT 030, face to face classes, are offered in two formats:

Students on Central Campus are required to enroll in a concurrent section of MAT 030 Foundations of Math Lab. The lab component is an additionally scheduled course that students are required to attend where they work on planned activities following the MAT 030 class schedule. Students at the centers do not have the extra lab course.

MAT 033 Algebra for Statistics

• Most sections of MAT 033 are late start classes. • This allows for students that take the MAT 019 Rapid Review Math course to

enroll after taking the placement exam. • By being a late start class, MAT 033 is accelerated from 15 weeks to 12 weeks. • A section or two is offered for the full 15 week semester to students that

place into MAT 033 and do not need to take MAT 019. • The math department has begun conversations about creating co-requisite

courses. • Most sections of MAT 033 have Supplemental Instruction Leaders.

MAT 039 Beginning Algebra

• Most sections of MAT 039 are late start classes. • This allows for students that take the MAT 019 Rapid Review Math course to



courses. • Most sections of MAT 039 have Supplemental Instruction Leaders.

MAT 131 Intermediate Algebra • Most sections of MAT 131 are offered for the full 15 week semester. • This course is required for programs such as construction management,

advanced manufacturing, and allied health programs. • This allows for students that take the MAT 019 Rapid Review Math course to



courses. • Some sections of MAT 131 have Supplemental Instruction Leaders.

5. How do you ensure your student learning outcomes are consistent regardless of delivery method and faculty member?

• Every math faculty and adjunct teaching a given course follow the same course outline. • The objectives for the course, course outline, course syllabus and course materials are

created and revised by lead faculty for a course, with approval from others in the department.

• For all courses, MAT 019 through MAT 139, course materials such as course outline, course syllabus, class calendar, class notes, classwork, projects, unit exam reviews, unit exams, final exam reviews and final exams are provided to faculty and adjuncts.

• The faculty and adjuncts may, but are not required to use the materials provided. However, all math courses from MAT 019 – MAT 141 give a common final exam.

• Everyone is required to use the department final exam for these courses. By doing this, we are assured that the learning outcomes are consistent based on our assessment results.

• For courses above MAT 141, each instructor creates his/her own final exam and course materials. However, our final exams still assess the same course objectives. Therefore, we have valid assessment results for the concepts that are being taught.

• In the math department, we have faculty that do adjunct observations on a regular basis to insure the course outline is being followed at a reasonable pace and to give helpful feed back to our adjuncts.

C. For Programs Only: N/A a. What are the milestones identified in your default program maps and how were they

determined? b. What percentage of your students are successfully achieving the milestones? c. Does the assessment data continue to support these as the appropriate milestones for prediction

of success? d. What was the rationale for your recommendations and/or preferences for selecting General

Education courses? Does that rational still support your selections?

D. What are your five-year trends for student success rates? 1. For Programs Only: How do your outcomes compare to other accredited programs? N/A

E. Describe how your program or courses are intentionally designed to be student focused and how do you assess the successfulness of your design? In the math department all of our courses are intentionally designed to be student focused in the following ways:

• Each course has a specific set of objectives that are communicated to the students in a course outline and syllabus.

• Uniform course materials are created by lead faculty and available for all instructors to use. These materials include, but are not limited to various classroom activities and projects. Students are provided with opportunities to work with other students and the instructor both in and outside of class.

• Many of our courses have Supplemental Instruction available to our students. Building this component into our classes has greatly increased the success of our students.

• We try to make sure students are properly placed in the appropriate math course for their skill set. • Our courses utilize current technology used in mathematics such as graphing calculators, various

programs such as Excel, MyMathLab, Maple, Desmos, and Wolfram Alpha.

We assess the successfulness of these measures by success rates of our students through the assessment of our courses.

F. What student success plans are in place to help students be successful, persist, and complete the sequence of courses in your program/discipline? It seems that most students withdraw from courses for reasons that are beyond our control. However, in the mathematics department we have several components in place to try to help our students be persistent and stay the course through our classes.

• One of the most effective resources we currently have in place for our students in the courses from MAT 019 – MAT 139 is the Supplemental Instruction Program.

• In the MAT 030 course, the students are required to simultaneously enroll in a Lab section where they are able to get help on the concepts being taught in class during the same week.

• MAT 019 Rapid Review Math is in place for students that do not place in to a college level course, or even one of our developmental courses.

• We have found that proper placement into a math course coincides with student success and persistence. Students need to be prepared in the prerequisite material for a particular course. In math, all concepts are building blocks for a sound foundation. It is necessary to be successful in a previous course, in order to be successful in one that comes after.

• Not only do we have these resources in place for our students, but we also provide our students with available office hours.

• Several of our former successful students work as tutors in CSS. • As you can see, the common theme in the above is providing access to our students to get the help

they need in order to be successful in their math class. • We also design materials to be used by faculty and adjuncts that assist in positive classroom learning

experiences. • We encourage faculty and adjuncts alike, to provide a classroom environment that incorporated both

teaching the concepts and providing an authentic experience, such as classwork, to practice concepts that were taught.

G. COURSE REVIEWS: BECAUSE MOST OF THE ANALYSIS OF INDIVIDUAL COURSES TAKES PLACE IN THE CURRICULUM COMMITTEE’S COURSE REVIEW PROCESS, IT IS NOT NECESSARY TO DUPLICATE THAT WORK. THE CURRICULUM COMMITTEE MUST HAVE REVIEWED ALL COURSES IN THIS PROGRAM/DISCIPLINE WITHIN THE LAST FIVE YEARS.

List below each course in the program/discipline with the date of the last course review:

Course Date of Most Recent Course Review

MAT 020 Winter 2016

MAT 033 Winter 2016

MAT 039 Winter 2016

MAT 131 Winter 2016

MAT 133 Winter 2016

MAT 135 Winter 2016

MAT 141 Winter 2016

MAT 154 Winter 2016

MAT 210 Winter 2016

MAT 211 Winter 2016

MAT 254 Winter 2016

Below is the list of Course Reviews completed by the Math Department in the Winter 2016 semester. We post these in the Math Department Online Repository in JetNet.

H. Create and include a timeline for completion of all course reviews prior to the due date for your next Program Review.

COURSE 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 MAT-019 Rapid Review Math X MAT-030 Foundations of Mathematical Reasoning X MAT-033 Algebra for Statistics X MAT-039 Beginning Algebra X MAT-130 Quantitative Reasoning X MAT-131 Intermediate Algebra X MAT-133 Introduction to Probability and Statistics X MAT-135 Finite Mathematics X MAT-139 College Algebra X MAT-141 Precalculus X

MAT-151 Calculus I Not Completed X

MAT-154 Calculus II X MAT-210 Foundations of Mathematics I X MAT-211 Foundations of Mathematics II X

MAT-251 Calculus III Not Completed X

MAT-254 Differential Equations X Please note: The RED X denotes that the Course Reviews for MAT 151 and MAT 251 have not been completed during the last course review cycle.

I. Distance Learning: Given this program’s goals, target population and current enrollment, how well suited is it for delivery in an online format?

a. Currently, how much of this program can be taken through 1) hybrid or 2) entirely online format?

Math classes are taught during a variety of times at all campuses. Since mathematics is a required course for most, if not all programs, we continue to see good enrollment numbers in our classes. However, we do not seem to have the same growth trends in our online classes. Our discipline offers online classes for MAT 030, MAT 033, MAT 039, MAT 131, MAT 133, MAT 139, and MAT 141. In the 2016 – 2017 only 8.25% of students took math in an online format. As can be seen from the data above, the number of students taking math online is steadily declining. This makes sense to all of us in the math department. We know that students tend to perform better when having face to face instruction and can get questions answered instantly in class.

Location 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

# % # % # % # % # % # % Online 704 11.95% 698 12.81% 617 10.96% 575 10.78% 520 10.17% 420 8.25% Central 3353 56.94% 2688 49.34% 3026 53.75% 2816 52.79% 2954 57.75% 3038 59.71% Maher 0.00% 395 7.25% 361 6.41% 419 7.86% 447 8.74% 452 8.88% Jackson County 24 0.41% 56 1.03% 16 0.28% 5 0.09% 0.00% 45 0.88% Jackson Downtown 113 1.92% 87 1.60% 0.00% 0.00% 0.00% 0.00% Hillsdale 466 7.91% 472 8.66% 427 7.58% 470 8.81% 407 7.96% 332 6.53% Lenawee 1229 20.87% 1046 19.20% 935 16.61% 913 17.12% 763 14.92% 611 12.01% MDOC 0.00% 6 0.11% 248 4.40% 136 2.55% 24 0.47% 190 3.73% Total 5889 100.00% 5448 100.00% 5630 100.00% 5334 100.00% 5115 100.00% 5088 100.00%

b. What are the current enrollments and success rates in current online offerings in this program?

Below is a table depicting the Online Math Courses Offered at Jackson College and their success rates.

Course Successful

(2.0 or higher)

Unsuccessful (Less than 2.0)

Withdrew (W)

# Enrolled

% Successful

% Unsuccessful

% Withdrew % Total Year

MAT-030 7 1 8 87.50% 0.00% 12.50% 100.00% 2015-16 MAT-030 13 5 9 27 48.15% 18.52% 33.33% 100.00% 2016-17 MAT-031 86 105 18 209 41.15% 50.24% 8.61% 100.00% 2011-12 MAT-031 69 93 41 203 33.99% 45.81% 20.20% 100.00% 2012-13 MAT-031 58 50 37 145 40.00% 34.48% 25.52% 100.00% 2013-14 MAT-039 40 74 23 137 29.20% 54.01% 16.79% 100.00% 2014-15 MAT-039 42 30 31 103 40.78% 29.13% 30.10% 100.00% 2015-16 MAT-039 15 20 16 51 29.41% 39.22% 31.37% 100.00% 2016-17 MAT -131 104 101 45 250 41.60% 40.40% 18.00% 100.00% 2011-12 MAT -131 132 86 44 262 50.38% 32.82% 16.79% 100.00% 2012-13 MAT -131 107 59 49 215 49.77% 27.44% 22.79% 100.00% 2013-14 MAT -131 101 70 36 207 48.79% 33.82% 17.39% 100.00% 2014-15 MAT -131 76 37 20 133 57.14% 27.82% 15.04% 100.00% 2015-16 MAT -131 77 25 22 124 62.10% 20.16% 17.74% 100.00% 2016-17 MAT-133 44 19 11 74 59.46% 25.68% 14.86% 100.00% 2011-12 MAT-133 38 17 16 71 53.52% 23.94% 22.54% 100.00% 2012-13 MAT-133 51 31 27 109 46.79% 28.44% 24.77% 100.00% 2013-14 MAT-133 48 23 23 94 51.06% 24.47% 24.47% 100.00% 2014-15 MAT-133 66 16 29 111 59.46% 14.41% 26.13% 100.00% 2015-16 MAT-133 67 29 24 120 55.83% 24.17% 20.00% 100.00% 2016-17 MAT-135 4 3 1 8 50.00% 37.50% 12.50% 100.00% 2013-14 MAT-135 7 2 9 77.78% 22.22% 0.00% 100.00% 2014-15 MAT-135 5 4 9 55.56% 44.44% 0.00% 100.00% 2015-16 MAT-135 8 8 100.00% 0.00% 0.00% 100.00% 2016-17 MAT-139 7 10 17 41.18% 58.82% 0.00% 100.00% 2014-15 MAT-139 26 22 18 66 39.39% 33.33% 27.27% 100.00% 2015-16 MAT-139 28 22 15 65 43.08% 33.85% 23.08% 100.00% 2016-17 MAT-141 28 18 6 52 53.85% 34.62% 11.54% 100.00% 2011-12 MAT-141 30 11 4 45 66.67% 24.44% 8.89% 100.00% 2012-13 MAT-141 39 20 9 68 57.35% 29.41% 13.24% 100.00% 2013-14 MAT-141 23 10 4 37 62.16% 27.03% 10.81% 100.00% 2014-15 MAT-141 19 7 5 31 61.29% 22.58% 16.13% 100.00% 2015-16 MAT-141 15 7 3 25 60.00% 28.00% 12.00% 100.00% 2016-17 Total 3093

Below is a table depicting the success rates of our discipline by location. Math Course Success Rates by Location Trends Location Course Success Rate 2011-

2012 2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Online Successful (2.0 or higher) # 302 302 292 255 268 223 % 42.9% 43.3% 47.3% 44.3% 51.5% 53.1% Unsuccessful (Less than 2.0) # 295 255 188 209 137 108 % 41.9% 36.5% 30.5% 36.3% 26.3% 25.7% Withdraw (W) # 107 141 137 111 115 89 % 15.2% 20.2% 22.2% 19.3% 22.1% 21.2% Total # 704 698 617 575 520 420 % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Central Successful (2.0 or higher) # 1882 1476 1798 1627 1638 1726 % 56.1% 54.9% 59.4% 57.8% 55.5% 56.8% Unsuccessful (Less than 2.0) # 1092 902 954 921 992 941 % 32.6% 33.6% 31.5% 32.7% 33.6% 31.0% Withdraw (W) # 379 310 274 268 324 371 % 11.3% 11.5% 9.1% 9.5% 11.0% 12.2% Total # 3353 2688 3026 2816 2954 3038 % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Maher Successful (2.0 or higher) # 246 252 271 273 283 % 62.3% 69.8% 64.7% 61.1% 62.6% Unsuccessful (Less than 2.0) # 112 76 106 122 124 % 28.4% 21.1% 25.3% 27.3% 27.4% Withdraw (W) # 37 33 42 52 45 % 9.4% 9.1% 10.0% 11.6% 10.0% Total # 395 361 419 447 452 % 100.0% 100.0% 100.0% 100.0% 100.0% Jackson County Successful (2.0 or higher) # 21 41 14 5 37 % 87.5% 73.2% 87.5% 100.0% 82.2% Unsuccessful (Less than 2.0) # 1 14 1 0 8 % 4.2% 25.0% 6.3% 0.0% 17.8% Withdraw (W) # 2 1 1 0 0 % 8.3% 1.8% 6.3% 0.0% 0.0% Total # 24 56 16 5 45 % 100.0% 100.0% 100.0% 100.0% 100.0% Jackson Downtown Successful (2.0 or higher) # 52 48 % 46.0% 55.2% Unsuccessful (Less than 2.0) # 47 28 % 41.6% 32.2% Withdraw (W) # 14 11 % 12.4% 12.6% Total # 113 87 % 100.0% 100.0%

Hillsdale Successful (2.0 or higher) # 304 292 296 304 238 222 % 65.2% 61.9% 69.3% 64.7% 58.5% 66.9% Unsuccessful (Less than 2.0) # 121 148 91 129 131 88 % 26.0% 31.4% 21.3% 27.4% 32.2% 26.5% Withdraw (W) # 41 32 40 37 38 22 % 8.8% 6.8% 9.4% 7.9% 9.3% 6.6% Total # 466 472 427 470 407 332 % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Lenawee Successful (2.0 or higher) # 711 598 568 589 524 404 % 57.9% 57.2% 60.7% 64.5% 68.7% 66.1% Unsuccessful (Less than 2.0) # 384 334 281 236 177 159 % 31.2% 31.9% 30.1% 25.8% 23.2% 26.0% Withdraw (W) # 134 114 86 88 62 48 % 10.9% 10.9% 9.2% 9.6% 8.1% 7.9% Total # 1229 1046 935 913 763 611

% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% MDOC Successful (2.0 or higher) # 6 223 132 21 182 % 100.0% 89.9% 97.1% 87.5% 95.8% Unsuccessful (Less than 2.0) # 0 22 3 0 3 % 0.0% 8.9% 2.2% 0.0% 1.6% Withdraw (W) # 0 3 1 3 5 % 0.0% 1.2% 0.7% 12.5% 2.6% Total # 6 248 136 24 190 % 100.0% 100.0% 100.0% 100.0% 100.0%

The success rates of all of our courses, at all of our locations, continue to be a major focus of concern. We continue to try innovative practices to improve the success rates in all of our courses. The success rates in our online classes are lower than in the face to face classes. We continue to focus on this disparity by designing our courses to emulate a face to face class by creating assignments with due dates, having videos for the students to watch mathematics concepts being taught or explained, and being available for help via email or even face-to face office hours. We are committed to helping our online students be successful and finding ways to help them become better learners.

c. What courses are being considered or developed for future offerings in a hybrid or online

format?

• We are currently considering developing MAT 030 and MAT 130 in a hybrid or online format.

J. Based on the Student Learning Key Performance Indicators provided on the Program Review Balanced Scorecard and the information reviewed above, summarize and analyze your observations about the effectiveness of this program/discipline in terms of Student Learning. Include a response to any Key Performance Indicator (KPI) not meeting or exceeding target.

• We are concerned with the success rates of most of our courses, especially the online success rates. We will continue to focus on ways to improve the success rates in all of our courses.

• We have implemented Rapid Review to help our students be ready to take a college level course.

• We continue to look at different delivery methods in which to teach our courses. • We continue to mentor our adjuncts so that all of our course are taught in a consistent

way and that all instructors are teaching all of the course objectives. • Because our courses are requirements of most programs, we work with lead faculty in

those programs to ensure we are teaching the concepts needed for their programs.

SECTION 3: STAKEHOLDER FOCUS

A. Who do you identify as your key stakeholders? (Students, Graduates working in the field, transfer institutions, other disciplines, community members/employees)

Our stakeholders include students, graduates working in the field, transfer institutions, other disciplines, student services, trio, CSS and the testing lab, businesses & industry.

B. How do you stay engaged with key stakeholders, e.g., feedback, communication, building and maintain

relationships? a. How do you communicate with your stakeholders, Including Student Services, to ensure

appropriate understanding of your program and/or course sequencing of your discipline?

We have a designated department member, currently Sara Main, who attends student services’ team meeting at least once a semester to keep them informed on our math sequences and to address any questions and/or concerns.

b. How does your program add value to SEM 140 student career pathways?

We have aligned our math sequences with the pathways offered through the college.

c. How has your program interfaced with your Student Success Navigator liaison and the student onboarding process?

C. What are your performance results for stakeholder satisfaction, e.g., course evaluations, student surveys, focus group feedback? What were the key findings from your stakeholder focus group?

Electronic surveys were sent to the Student Services/CSS/TRIO and the testing lab with questions that were specific to each group.

Students Services/CSS/Testing Lab: We received 22 responses from this area; 8 were CSS, 7 were navigator responses; 3 were from TRIO, 3 from other and 1 from the testing lab. Overall, responses indicate that the Math department is communicating well with the Navigators regarding Pathways, the respective math sequences and what courses are appropriate for each student.

D. Describe any services this program/discipline provides internally (i.e., Community Concert Band plays at graduation; program hosts K-12 activities) and externally (i.e., School Career Days, Career Pathway Conferences).

Our department participates in the Career Pathways Showcases that are held each semester for our SEM 140 students. We usually have two discussion times available for students to attend. One, is for students interested in the engineering field and the other, geared toward STEM students and transfers. We also offered for students to attend a showcase on statistics to spread awareness of the dangers of gambling. Steve Tuckey, the Raven Endowed Chair faculty, hosts a Supplemental Instructor and tutoring conference, along with a Math & Science conference.

E. Based on the Stakeholder Focus Key Performance Indicators provided on the Program Review Balanced Scorecard and data reviewed above, summarize and analyze your observations about the effectiveness of this program/discipline in terms of Stakeholder Focus. Include a response to any KPI not meeting or exceeding target.

SECTION 4: BUDGET, FINANCIAL AND MARKET

A. How do you determine that your program/discipline’s content is relevant and competitive with the current marketplace?

a. Compare the curriculum of this program/discipline with that of three other comparable community colleges,* including one you find exemplary, including required cut-scores, placements, prerequisites, number of credits, and overall program cost for students, for example, Kellogg, Lake Michigan, Monroe, Muskegon, Northwestern, St. Clair, Southwestern. Explain why you chose these institutions. If you notice anomalies or differences in the programs at the comparative institutions, please cite and explain. *as determined by ACS report.

Grand Rapids Community College • They do offer a different math courses similar to our 3 sequences, however, they don’t show a

mapping like ours and they offer a liberal arts math sequence, not Quantitative Reasoning. • Placement 1. High School Graduates (GPA below 2.0) - Required to take the ALEKS test on campus at GRCC in a

proctored environment. 2. High School Graduates (GPA 2.0 or higher) - If your ACT math score is 17 or lower, or your SAT

math score is 24 or lower, you are required to take the ALEKS placement test at GRCC (proctored) to complete your admissions to the college.

3. High School Graduates (GPA 2.0 or higher, qualifying SAT/ACT scores) - Your overall GPA is above a 2.0 and your SAT math sub score is 25 or higher, or ACT math sub score is 18 or higher. You can take the ALEKS test unproctored through the Online Center before you can enroll in a math course.

http://www.grcc.edu/informationtechnology/enterpriseapplications/onlinecenterlogin

Kellogg Community College • Math sequence: Offers a similar set of courses as Jackson College, but does not specifically offer

different math sequences for particular programs. Does not appear to be following Pathways model. The do offer trigonometry as a separate course.

• Practical Algebra pre-requisite Accuplacer arithmetic of at least 100 • Beginning Algebra pre-requisite Accuplacer arithmetic of at least 100 • Mathematics for Elementary Teachers 1 • Mathematics for Elementary Teachers 2 • Math for Liberal Arts • Applied Algebra/Trig 1 • Applied Algebra/Trig 2 • College Algebra

Lansing Community College Offers a similar set of courses as Jackson College. They are a Pathways Cohort I school as well and below is a mapping of their sequences.

• Placement: they use ALEKS to do their math placement. It appears that every new student must take the placement test before registering for their math course.

• They offer an associate degree in Mathematics

• On their math website they have a tab that describes jobs in the math area. We should think about adding this to our website.

Macomb Community College • Placement: Every new student must take the Accuplacer before registering for a math course. • Math sequence:

MATHEMATICS COURSES AT MACOMB

• Beginning Algebra • Intermediate Algebra • Mathematics for Education • Statistics • Finite Mathematics • Precalculus1: College Algebra • Precalculus2: Trigonometry • Accelerated Precalculus • Analytic Geometry & Calculus 1-3 • Introduction to Linear Algebra • Discrete Mathematics • Differential Equations

Montcalm Community College • Placement: If your ACT scores from within five years are less than 18 ACCUPLACER Math testing

is required regardless of the ACT Math score. If a students’ SAT scores from within five years are less than 26 for Math then they must also take the ACCUPLACER.

• Math sequence: They don’t have a link that goes directly to their math department webpage. It does appear by their course offerings that they do have 3 math sequences and are using the DANA center’s Foundations and QR course.

• They offer beginning algebra, intermediate algebra and college algebra.

B. Provide evidence of the current state of relevance and competitiveness or alignment with transfer institutions.

Complete the transfer equivalence table below for each course within the program/discipline:

MAT 030

Institution Equivalent? General Credit?

Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU ☐ ☐ ☐

MSU ☐ ☐ ☐

WMU ☐ ☐ ☐

UM ☐ ☐ ☐

Ferris State University X ☐ ☐

Macomb CC X ☐ ☐

http://www.jccmi.edu/Transfer/equivalencies/SAU.htm

http://www.jccmi.edu/Transfer/equivalencies/SIENA.htm

http://ict.emich.edu/service/online/tranequiv/

http://www.admis.msu.edu/actsiv/actsiv.asp?Policy=Y

http://www.wmich.edu/admi/TCE/

http://www.lsa.umich.edu/saa/transfer/admissions/CC/jackson.html

MAT 033


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU ☐ ☐ ☐

MSU ☐ ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

CMU X ☐ ☐

Delta College X ☐ ☐

Ferris State U X ☐ ☐

Kellogg CC X ☐ ☐

Lake Superior State U X ☐ ☐

Macomb X ☐ ☐

Marygrove X ☐ ☐

NMU X ☐ ☐

Oakland CC X ☐ ☐

Un of Detroit Mercy X ☐ ☐







MAT 039


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU ☐ ☐ ☐

MSU ☐ ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Ferris State University X ☐ ☐


Kirtland X ☐ ☐

Macomb CC X ☐ ☐

Mid Michigan X ☐ ☐

Northern MI X ☐ ☐


Oakland Univ X ☐ ☐

SVSU X ☐ ☐







MAT 130


Unknown

SAU X ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU ☐ ☐ ☐

WMU ☐ ☐ ☐

UM ☐ ☐ ☐

Albion X X ☐

CMU X ☐ ☐

Ferris State X ☐ ☐

GVSU X ☐ ☐

NMU X ☐ ☐

SWMC X ☐ ☐


MAT 131


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Bay de Noc U X ☐ ☐

Cleary Univ X ☐ ☐













CMU X ☐ ☐

Davenport X ☐ ☐



GVSU X ☐ ☐

Henry Ford C X ☐ ☐


Kirtland X ☐ ☐

Lake Supeior X ☐ ☐

Macomb X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐

Mich Tech X ☐ ☐


Monroe CC X ☐ ☐

Mott CC X ☐ ☐

Muskegon CC X ☐ ☐


NW Mich X ☐ ☐



Saginaw Valley X ☐ ☐

U of M Flint X ☐ ☐


MAT 133


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

Cleary U X ☐ ☐

Davenport X ☐ ☐



GVSU X ☐ ☐



Kirtland X ☐ ☐

Lake Superior X ☐ ☐

Macomb X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐

Mich Tech X ☐ ☐


Monroe CC X ☐ ☐

Mott CC X ☐ ☐









NW Mich X ☐ ☐



Olivet X ☐ ☐


U of Detroit Mercy X ☐ ☐

U of M Dearborn X ☐ ☐


Wayne State X ☐ ☐

MAT 135


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐

Davenport X ☐ ☐



GVSU X ☐ ☐

Macomb X ☐ ☐

Madonna X ☐ ☐







Marygrove X ☐ ☐

Mott CC X ☐ ☐




Olivet X ☐ ☐






MAT 139


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐


GVSU X ☐ ☐


Kirtland X ☐ ☐







Lake Superior X ☐ ☐

Mich Tech X ☐ ☐

Mott CC X ☐ ☐


NW Mich X ☐ ☐


Olivet X ☐ ☐


SW MI college X ☐ ☐





MAT 141


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐

Davenport X ☐ ☐

Delta X ☐ ☐








GVSU X ☐ ☐



Kirtland X ☐ ☐


Macomb X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐

Mich Tech X ☐ ☐


Monroe CC X ☐ ☐

Mott CC X ☐ ☐





Olivet X ☐ ☐






MAT 151


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐

Davenport X ☐ ☐

Delta X ☐ ☐


GVSU X ☐ ☐


Kirtland X ☐ ☐


Macomb X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐

Mich Tech X ☐ ☐

Mott CC X ☐ ☐


Northwood U X ☐ ☐


Olivet X ☐ ☐












MAT 154


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐

Davenport X ☐ ☐

Delta X ☐ ☐


GVSU X ☐ ☐

Kirtland X ☐ ☐


Macomb X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐

Mich Tech X ☐ ☐










Olivet X ☐ ☐






MAT 210


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X X ☐

CMU X ☐ ☐



GVSU X ☐ ☐

Madonna X ☐ ☐

Marygrove X ☐ ☐


Oakland U X ☐ ☐







SVSU X ☐ ☐




MAT 211


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X X ☐

UM ☐ ☐ ☐

Albion X X ☐

CMU X ☐ ☐



GVSU X ☐ ☐

Marygrove X ☐ ☐


Oakland U X ☐ ☐

SVSU X ☐ ☐










MAT 251


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion X ☐ ☐

CMU X ☐ ☐

Delta X ☐ ☐


GVSU X ☐ ☐

Kirtland X ☐ ☐


Marygrove X ☐ ☐

Mich Tech X ☐ ☐




Olivet X ☐ ☐












MAT 254


Unknown

SAU ☐ ☐ ☐

SHU ☐ ☐ ☐

EMU X ☐ ☐

MSU X ☐ ☐

WMU X ☐ ☐

UM ☐ ☐ ☐

Albion College X ☐ ☐

CMU X ☐ ☐



GVSU X ☐ ☐

Kirtland X ☐ ☐

Marygrove X ☐ ☐

Michigan Tech X ☐ ☐

NMU X ☐ ☐

Oakland U X ☐ ☐

Olivet X ☐ ☐

SVSU X ☐ ☐











C. For Programs only: How do you determine that your program is appropriately priced compared with the marketplace and competitive institutions?

D. For Programs only: Provide evidence that your program is appropriately priced compared with the marketplace and competitive institutions?

E. What articulation agreements exist for your program/discipline? None as a discipline. F. For Programs only: How do you determine what your program’s overall capacity should be?

a. What is the overall capacity of the program? b. Are you consistently achieving full capacity? c. If not, how can you achieve full capacity?

G. List any current or new needs anticipated in the next five years for major equipment, technology, and supplies used by courses in the program/discipline.

Course Equipment/Major Annual Supply Outlays Campus/Center Location

251 & 254 Maple License All campuses

Graphing calculators for instructors to use in the classroom

H. For each course in this program/discipline, look at enrollment trends over the last five years. Include both student enrollment and billing contact hours. (prepopulated by Institutional Research)

a. Has the need changed over the last five years? To what do you attribute the change? You can see below that the overall enrollment in the math courses here at Jackson College has been steady over the past 5 years. There was a 3.75% growth from 2012-13 to 2013-14, which was the largest relative growth and a 2.7% decline from 2013-14 to 2016-17. The individual course enrollments are listed below and show that some of the courses have increased enrollment and others have decreased, but overall staying approximately the same.

MAT 019

MAT 030

MAT 033

MAT 039

MAT 130

MAT 131

MAT 133

MAT 135

MAT 139

MAT 141

MAT 151

MAT 154

MAT 251

MAT 254

B. Based on enrollment data and the needs of the College, do you anticipate significant changes in the next five years? Why or why not?

I. For Programs only: What are the occupational demand and wage projections for tri-county, state, and national employment for next 10 years including anticipated wage rate? (prepopulated by Institutional Research)

J. Based on the Budget, Financial & Market Key Performance Indicators provided on the Program Review Balanced Scorecard and prior data reviewed above, summarize and analyze your observations about the effectiveness of this program/discipline in terms of Budget, Financial & Market and the need for this program/discipline in the JC area. Has the need changed over the last five years?

The need for math in and of itself has not changed, which can be seen in the consistent enrollments. However, with the implementation of pathways, the particular course that a student enrolls in may have changed.

Based on enrollment data and the needs of the College, do you anticipate significant changes in the next five years? Include a response to any KPI not meeting or exceeding target. We expect Mathematics to continue to be a very popular and necessary discipline

SECTION 5: WORKFORCE FOCUS

A. What metrics are used to determine the appropriate number of full-time faculty for the program/discipline, e.g., accreditation requirements, BCH per full-timer?

Program Review Metrics – Mathematics Trends

Academic Year Adjunct BCH Ful-Time BCH Total BCH % Adjunct % Full-Time

2011-12 15746 8329 24075 65% 35% 2012-13 13648 8458 22106 62% 38% 2013-14 11943 8847 20790 57% 43% 2014-15 10732 8516 19248 56% 44% 2015-16 9543 8523 18066 53% 47% 2016-17 8840 8242 17082 52% 48%

0

5000

10000

15000

20000

25000

30000

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Proportion of BCH by Adjunct and Full-Time Instructors

Adjunct BCH Ful-Time BCH

B. Based on these metrics, are there current needs for additional full-time faculty? If yes, what are they,

when are they needed, and why? The BCH taught by the mathematics full-time faculty is lower than the college wide averages. As a result of the HLC requirements the load of our full-time faculty is primarily made up of college level courses. The majority of our students enter college with a Developmental Math requirement. Thus our students’ first interaction with the mathematics department is through an adjunct faculty member. At this time, we are currently able to staff all of our courses. Many semesters, our department chair is working at the last minute to staff remaining sections due to lack of qualified instructors in the adjunct pool. Along with the data and the retirement of a full-time faculty member in 2015, it is apparent that our department would greatly benefit by the addition of at least one new faculty member.

C. How do you mentor and engage new full-time faculty within the program/discipline? When we hire new faculty, most of the full-time math faculty members attend the teaching sample which creates an initial connection with the entire department. We have a few instructors who have been pioneers in creating online portfolios. These individuals become the mentors for the new faculty and guide them through the 4 yr. portfolio process. In addition all math faculty mentor in different areas and aspects.

D. How do you build a qualified adjunct pool? At this time we are rebuilding our adjunct pool due to the HLC changes. To add new adjunct faculty, there is a formal and an informal process. The formal process entails posting an opening for adjunct faculty on JC’s Human Resource web site and reviewing applicants as needed. The informal process entails ongoing networking, meeting with professionals in the community as well as fellow faculty members to inquire about qualified instructors in the field of mathematics. When potential candidates are identified, the department chair meets with these individuals and, if they have the required qualifications and provide a good fit for JC, she recommends them for hire. Often times the department chair will share a candidate’s resume with the lead faculty to discuss the potential fit for teaching the course.

E. How do you mentor and engage adjuncts within the program/discipline? When an adjunct is assigned a course they are put in touch immediately with the lead instructor. Our department offers various training, usually in August each year. We provide each adjunct with course materials, including videos, course pack, worksheets, exam reviews and exams along with answer keys.

F. How do you determine faculty professional development needs to strengthen the delivery of your program/discipline? At our department meetings each month we discuss areas that we are developing or need more focus. Full time faculty attend conferences and share what they have learned at our department meetings. We invite publishing companies to come share new innovations, improvements for course delivery and provide training on updates to the system. With the addition of our Quantitative Reasoning sequence and the different pedagogy, we attended a webinar by Eric Gaze to gain more insight.

G. Based on the Workforce Focus Key Performance Indicators provided on the Program Review Balanced Scorecard and data reviewed above, summarize and analyze your observations about the effectiveness of this program/discipline in terms of Workforce Focus. Include a response to any KPI not meeting or exceeding target. The Math department chair, Kristi Laird has been able to staff all sections and maintain a relatively consistent group of adjuncts. The lead Faculty for each course is in regular communication with adjuncts and has standardized core curriculum and assessment expectations. At this time, we have been able to continue to staff all sections, although we have had large increases in the number of sections taught by

adjuncts over the past several years. Because of the HLC requirements our adjunct pool has decreased. We are finding it difficult to find adjuncts who meet the qualifications to teach our college level courses.

SECTION 6: PROCESS EFFECTIVENESS

A. How do you ensure that GEO reporting is regular and consistent? Each course uses a uniform final exam to ensure consistency between sections. Each section instructor is asked to report out the success rates of particular questions on the final exam. The lead faculty collects this data from all sections of the course. The department meets in both the fall and winter to discuss the results of assessment and changes that need to be made to the course.

a. What are your GEO reporting rates for the last 5 years? We have reported our data for all of our courses since the inception of GEOs.

B. How do you ensure that HQV reporting is regular and consistent? We as a department have not been tracking the HQV reporting, as we didn’t know it was our responsibility.

a. What are your HQV reporting rates for the last 5 years? (prepopulated by the Deans’ Office) This is an area that our department has not looked at as a whole. Since this reporting is critical to the financial support the school receives it should be a priority.

SECTION 7: FOR PROGRAMS ONLY - PERKINS PERFORMANCE INDICATORS

PART I. SUMMARY REPORT FORMAT

The following data and comments are recorded to summarize the results of the college Self-Study Evaluation. Refer to the Dictionary of Community College Terminology for definitions. Enter data for the most current three years.

A. PROGRAM ENROLLEMENT

Year Unduplicated Headcount

Student Credit Hours For Specialty Courses

Student Contact Hours

2014-2015

2013-2014

2012-2013

B. PROGRAM GRADUATES & PLACEMENT DATA

Year # of Awards Conferred

# Students That Received at Least One

Award

# Employed # Continuing Education

3 Entering Military

2014-2015

2013-14

2012-12

Core Indicator (Perkins IV) Previous Year’s Performance Levels

State Performance Level Expected College Program

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified

2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education.

5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

(pre-populated by Institutional Research)

SECTION 8: EXECUTIVE SUMMARY AND ACTION PROJECT

A. Based on the data and your section summaries and analyses of observations, provide an Executive Summary/overview of the program/discipline. (A SWOT analysis that details the program/discipline’s Strengths, Weaknesses, Opportunities, and Threats may be included but is not required.) Strengths:

• Full-time faculty genuinely care about their students and therefore are always looking for ways to improve the delivery of the content to support student learning and success.

• We provide comprehensive training and support for our adjunct faculty. • Most faculty attend various conferences and professional development opportunities to stay

current with technology and research in the teaching of mathematics. • There is quite an array of courses that we offer in different formats: 7 wk, online, face-to-face,

and during the spring/summer semesters. • We are one of the few colleges that offer the calculus sequence during the spring/summer

semester. Weaknesses:

• Our biggest weakness is our student success between online and MAT 019-MAT 139. • We struggle to find qualified and consistent adjuncts.

Opportunities:

B. Based on the data and the Executive Summary, create an action project for program/discipline improvement.

• Limit action projects to three significant items. • Link action projects to the mission, vision and goals for the program/discipline. • Set reasonable time frames and deadlines. Consider short term projects (1-3 years) as well as

longer term projects (3-5 years). • Be as specific as possible about who does what. • Include clearly defined methods of measuring progress.

Action Project 1: This action is three-fold. Since the implementation of our Quantitative Reasoning sequence we have been working to increase our success rates and improving the curricular materials is our top priority of this project. Secondly, research shows that math tends to be the course that holds many students back from moving forward in their program of study. So we are investigating the possibility of offering our QR sequence in a Co-Requisite format. Lastly, knowing that the college is planning to move towards offering classes in a condensed 8wk session, we want to keep this in mind as we make curricular decisions.

Action Time Frame Person Responsible

Resource(s) needed

Visit San Jacinto College in Houston, TX to learn about their successful Co-Req math courses

February 5-6, 2018 Erik Brown, Kristi Laird & Sara Main

Travel to Houston, TX

Finalize curricular decision April 2018 Erik Brown & Sara

Main

Webinar by Dr. Eric Gaze to learn more about QR content

Webinar was held January 12, 2018 Erik Brown, but most of Math dept. full time faculty attended

Was held in the Sandbox in BW

Investigating curricular materials that would support a Co-Req course in QR from Dave Sobecki through McGraw-Hill

Erik & Sara will be travelling to Phoenix February 8-10

Erik Brown & Sara Main

Knewton has offered an opportunity for a webinar

Erik Brown & Sara Main

Action Project 2: Knowing that our success rates for online courses are much lower than our goal as a college, Allison Price has taken the initiative to research her MAT 039 online course. Here is a summary of Allison’s current findings:

• 3/4 students who had late assignments during week 1 failed the class. • 10/11 students who failed the first exam also failed the class. • 7/9 students who failed the second exam also failed the class (3/3 students who did not take the second

exam failed the class). • Overall success rate for F17: 8 pass, 10 fail (7 with 0.0s), and 9 Ws. • New initiatives:

Early Retention Alerts for students not completing assignments during the first week. Qs for students who have not completed week 1 assignments.

Action Time Frame Person Responsible Resource(s) needed Investigate MAT 039 students & why they are not successfully completing the course

complete Allison Price

Discussions between online faculty about what they do differently that supports students

ongoing All Online Instructors

FORMAT FOR ACTION PROJECTS

• Program/Discipline Name: • Date of Report to Academic Council: • Top three Action Projects: • Activities/Steps for each plan: • Projected Impact on Other Areas of the College/Community: • Projected Time Line: • Person(s) Responsible: • Resources Needed: • Additional Comments:

FOR OCCUPATIONAL PROGRAMS ONLY

Include comments on goals and objectives, timelines and resources. Include actions required to increase low performance in any of the Core Indicators.

E-1. SUMMARY OF EVALUATION PERCEPTIONS BY ADMINISTRATORS AND FACULTY

Number of Administrators and Faculty Participating:

Comments:

Recommendations:

Source: PROE Survey ~ Office of Occupational Education

E-2. SUMMARY OF EVALUATION PERCEPTIONS BY STUDENTS

Number of Students Participating:

Comments:

Recommendations:


E-3. SUMMARY OF EVALUATION PERCEPTIONS BY ADVISORY COMMITTEE MEMBERS

Number of Advisory Committee Members Participating:

Comments:

Recommendations:


SECTION 9: REPORT AND ANNUAL FOLLOW UP

A. INITIAL REPORT

• Forward Program Review Report to Supervising Dean and Provost (due two weeks prior to presentation) • Present Program Review during meeting with Deans, Program Review team members, and other relevant

parties. • After review by Deans, Department forwards Program Review to Academic Council for review one week

prior to presentation. Executive Summary and Action Plans presented at Academic Council. • After review by Academic Council, Provost forwards Executive Summary and Action Projects with

budgetary and/or college-wide implications (i.e., equipment, staff) to Leadership Council for consideration and approval.

• Celebrate successful completion of Program Review. • Program Review is posted on the Deans’ web site.

• Submit Action Plan updates and Balanced Scorecard Updates to Academic Council each year.

B. IMPLEMENTING THE ACTION PROJECTS

Once the review is approved, begin carrying out the activities/steps of the action projects.

• Follow established time frames and deadlines. • Continue to gather and analyze data. • Assess whether Action Project steps are being met. • Make revisions and alterations to the program/discipline based on results of the Action Plans.

C. ANNUAL UPDATE

One year from the initial presentation, present the annual update to the Academic Council, indicating progress on implementation of Action Projects and revisions made to the program/discipline. This annual update continues for four years. The fifth year, a full program review occurs again

CHECKLIST FOR PROGRAM REVIEW

Program/Discipline:

Step 1: Overview Person

Responsible Timeline Status

A. Attend training workshop during FLD

B. Establish Team Leader and Team Members

C. Submit courses for review to Curriculum Committee

D. Determine stakeholders input group

E. Establish meeting schedule

Step 2: Data Gathering and Analysis Person

Responsible Timeline Status

I. Leadership

A. Mission Statement

B. Program/Discipline Vision

C. Program/Discipline Goals

D. Program Accreditation

E. Summary/Analysis

II. Student Learning Person Responsible Timeline Status

A. Program and Course Objectives

B. Program and Course Outcomes

C. Program Milestones (Programs Only)

D. Student Success Trends

E. Student Focus Design

F. Student Success Plans

G. Course Reviews

H. Course Review Timeline

I. Distance Learning

J. Summary/Analysis

III. Stakeholder Focus Person Responsible Timeline Status

A. Key Stakeholders

B. Engagement with Stakeholders

C. Stakeholder Focus Group Findings

D. Stakeholder Focus Group Findings

E. Internal/External Services

F. Summary/Analysis

IV. Budget, Financial and Market Person Responsible Timeline Status

Relevant and Competitive with Current Marketplace

A. Relevant and Competitive with Current Marketplace

B. Alignment with Transfer Institutions

C. Appropriately Priced Determined (Programs Only)

D. Appropriately Priced Evidence (Programs Only)

E. Articulation Agreements

F. Program Capacity (Programs Only)

G. Equipment/Major Supply Needs

H. Enrollment Trends

I. Occupational Demand (Programs Only)

J. Summary/Analysis

V. Workforce Focus Person Responsible Timeline Status

A. Full-time Faculty Metrics

B. Full-time Faculty Needs

C. Mentor New Full-time Faculty

D. Qualified Adjunct Pool

E. Mentor and Engage Adjuncts

F. Faculty Professional Development

G. Summary/Analysis

VI. Process Effectiveness Person Responsible Timeline Status

A. GEO Reporting

B. HQV Reporting

C. Summary/Analysis

VII. Perkins Performance Indicators Person Responsible Timeline Status

A. Perkins Performance Indicators

VIII. Executive Summary and Action Project Person Responsible Timeline Status

A. Executive Summary/Overview

B. Action Project

IX. Report and Annual Follow Up Person Responsible Timeline Status

A. Initial Report

B. Implementing the Action Projects

C. Annual Update

ACADEMIC PROGRAM/DISCIPLINE REVIEW TEMPLATE · 2018-04-11 · • Complete review with Action...

Documents

Transcript of ACADEMIC PROGRAM/DISCIPLINE REVIEW TEMPLATE · 2018-04-11 · • Complete review with Action...